Pearson System of Courses Professional Development Services: A Coherent...
Transcript of Pearson System of Courses Professional Development Services: A Coherent...
Pearson System of Courses Professional Development Services: A Coherent and Comprehensive Way to Advance Student Learning
2
PSC supports student learning that is focused on college and career readiness by integrating:
•AcoherentcurriculuminEnglishLanguageArts(ELA)K-12,andinmathematicsK-11,withcourseobjectives and outcomes that closely mirror the vertical progression of the CCSS.
• Effectiveandengagingteaching,basedonyearsof researchonhowpeoplelearn.Thisteachinghappenswithinaclassroomdesignedtoleveragesocialcollaborationandthepursuitof independence.
• Technology,optimizedto:
o Deliverinstructionwhereithasthepowertoenrichthesocial,collaborativenatureof learningortoenhancestudentinteractionswiththecontent;
o SupporttheacademicbehaviorsthatareexplicitinboththeELAandMathematicsCCSS
o Motivatestudentswhoareengagedbythetools,games,animations,projects,socialmediafeatures,andsimulations;and
o Personalizetasksinordertomeetindividualstudentneedsandenablestudentstotakemoreresponsibilityfortheirownlearning
PearsonSystemof Courses(PSC)hasbeendeliberatelydesignedtomarrythepromiseof technologywiththeaimsof currentcollegeandcareerreadinessstandards,whethertheyaretheCommonCoreStateStandards(CCSS)orotherstateexpectations.Thesystemoffersacompletelynewcurriculum,writtenasacoherentwholethatishorizontallyalignedthroughoutagradelevelandverticallyalignedfromkindergartenthroughhighschool.Designedtoreplacethetextbook,nottheteacher,PSCusesthebestincurrenttechnologytoengagestudentsinmeaningful,rigorouslearning.
3
Coursematerialsaredelivereddigitally,withinatabletwhichfunctionsononeofseveralpossibleoperatingsystems.Throughouteachcourse,studentsandteachersengageinavarietyof instructionalactivitiesthatmakeuseof animations,videos,socialmedia,simulations,games,andinteractivetoolsfordoingmathematicsandhoningreading,writing,listeningandspeaking,andlanguageskills.
PSCoffersextendedprofessionaldevelopmentthatisdeliberatelydesignedtohelpteachersmakethechangesrequiredbycollegeandcareerreadystandards.Thisincludeshelpingteacherslearntocreateastudent-centered,engaging,motivatingclassroom,whiledeepeningtheirownunderstandingof theconceptstheyareteaching.If aschoolordistrictisnotreadyforthefullydigitizedversionof PSC,weofferservicesto help bridge that transition.
Wehaveincludedanoutlineof ourservices,followedbyamoreextensivedescriptionof howPSCcanhelpyou transform instructional practice and improve student achievement.
LEADERSHIPSERVICES
• 2daysprofessionaldevelopmenttraining(orconcentrated1-daytraining)
CONTENTAREASERVICES
Mathematics
• StartingwithPSC
o MathematicsProfessionalDevelopmentLaunch(3-daytraining/12modules)
o MathematicsStudyGroups( Job-Embedded/10StudyGroupunits)
• BridgingtoPSC
o BridgeMathematicsProfessionalDevelopmentLaunch(3-daytraining/11modules)
o BridgeMathematicsStudyGroups( Job-Embedded/10StudyGroupunits)
Literacy/EnglishLanguageArts(ELA)
• StartingwithPSC
o ELAProfessionalDevelopmentLaunch(3-daytraining/11modules)
o ELAStudyGroups( Job-Embedded/10StudyGroupunits)
• BridgingtoPSC
o BridgeELALaunch(3-daytraining/13modules)
o BridgeELAStudyGroups( Job-Embedded/10StudyGroupunits)
4
Pearson System of Courses—Leadership Services
Transformationalchangedoesnotoccurwithouttransformationalleadership.ThePearsonSystemof Courses(PSC)LeadershipServicesaredesignedtogivedistrictandschoolleadershipathoroughunderstandingof PSC,sothattheycan,inturn,supportteachers,studentsandparentseffectively.Participantswilllearnthetheorybehindthedevelopmentof PSC,andtheyworkhands-onwiththePSCapplicationtoexaminehowthatthinkingisevidentinthestructureof PSClessonsforbothEnglishLanguageArtsandMathematics.Thisprofessionaldevelopmentincludespracticaltasksandstrategiesdesignedtohelpleadershipengageinsupportiveinstructionalconversationswithimplementingteachersandstudents,aswellastohelpthemcommunicateeffectivelywithallstakeholders,includingparents,abouttheeducationalsignificanceof PSC,including:
•PSC’shasbeenbuilt“fromthegroundup”toalignwiththecontentof currentCollegeandCareerReadinessStandards(CCRS);
•TheinstructionalstrategiesrequiredtoeffectivelyteachtheCCRS;•Technologyasaplatformforinstruction,and;•Theemphasisplacedonuseof technologybytheCCRS
TheLeadershipServicesprofessionaldevelopmentemphasizesthewaysinwhichthesechangestoteachingandlearningareembeddedthroughoutPSC.TheLeadershipServicesarerecommendedasa2-daytraining,butanabridged1-dayversionisalsoavailable.
DAY 1
ModuleOverview Performance Outcomes
Module1:Whyarewedoingthis?Participantsworkthroughselecteditemsthatassessstudent progress in meeting the College and Career ReadinessStandards(CCRS).Thefacilitatorusesprobingquestionstopromotethinkingaboutthenewstandards,theassessmentsthatmeasurethosestandards,andthe instruction required for students to be successful. Participants are introduced to the nine Design Principles that provide the foundation for Pearson System of Courses(PSC).
• Identifythegapbetweenthecurrentcurriculum and the curriculum needed to prepare students to meetCCRS
• IdentifythegapbetweencurrentinstructionandtheinstructionneededtopreparestudentstomeetCCRS
• ExplainhowPSCsupportsbothteachersandstudentsindevelopingstudentreadinessforCCRSassessments
Module2:What’sdifferentaboutPearsonSystemof Courses?LeadersparticipateinasamplelessonfrombothEnglishLanguageArts(ELA)andMathematics.Theythenlearnaboutthethinkingbehindthedevelopmentof PSClessonsandexaminehowthatthinkingwasevidentinthesamplelessons.Finally,theyconsiderthesimilaritiesanddifferencesbetweenmathematicsandELAlessons.Inpreparationfortheendof Day2,participantsareaskedtotakenotesthroughouttheremainderof thetrainingthatwillhelpthemexplainPSCtoparents.
• DescribehowPSClessonsaredifferentfrom the lessons that students typically experience
• CompareandcontrastELAandmathematics PSC lessons
5
DAY 1
ModuleOverview Performance Outcomes
Module3:WhatdoesPSClooklikein theclassroom?Basedonthesamplelessonsinthepreviousmodule,participants outlinethestructureof ELAandmathematicslessonsfrombeginningtoend.Theythinkthrough the actions of both teachers and students during each part of the lesson and develop questions thatwillallowthemtoengageteachersandstudentsininstructionalconversations.TheyalsolearnhowPSCinstruction develops over time by examining the content andoutcomesof teacherstudygroups.Throughoutthemodule,participantsnotethecriticalroleof technologyin the proper implementation of PSC.
• Describeclassroomsduringeachpartof aPSClesson
• Simulateinstructionalconversationsusingthequestionsthey develop
DAY 2
ModuleOverview Performance Outcomes
Module1:HowdoIsupporttheuse of technology?ContinuingtheirdiscussionfromModule3,participantsreviewthetechnologyrequirementsof PSCandthinktogether about the areas that must be addressed toensuretheeffectiveuseof technology.Workingcollaboratively,theyidentifythesupportsystemsthatwillneed to be in place to support the required technology.
• Identifypotentialbarrierstotheeffectiveuseof technology and the resources available to address the barriers
• Identifytheirpersonalneedsfortechnologysupportandmakeplanstoaddressthoseneeds
Module2:HowdoImonitorprogress?Participantsreceiveatoolkitof information,protocolsandformsthatwillhelpthemmonitorandsupportimplementation.Theyworkcollaborativelytodevelopan understanding of the purpose and use of each part of thetoolkit.
• Describethepurposeandproperuseof eachtool
• Identifythesupportstructurewithinthedistrict thatwillassistinaddressingchallengesidentifiedby the tools
Module3:Whatismyrole?Participantslearnaboutspecificactionstheymusttakein order to support PSC. Special emphasis is placed on leadership’svisibilitythroughoutimplementation,theirinstructionalconversationswithstudentsandteachers,and their support for the continuing professional learning of teachers.Thismoduleendswiththedevelopmentof acalendarforthefirst30daysof implementation.
• Listanddescribethespecificactionsthatwillenablethem to support implementation
• Developacalendarthatwillguideandsupportthem inleadingthefirst30daysof implementation
6
DAY 2
ModuleOverview Performance Outcomes
Module4:BringingitalltogetherParticipants revisit the Design Principles introduced in Module1anddiscusshowthoseprinciplesarevisiblethroughoutPSC.Thetrainingconcludeswithparticipantsworkingindividuallyandthenintablegroupstodevelopa5-minutesummaryexplainingtoparentswhytheschool/districtisimplementingPSCandwhatchangestheycanexpect to see.
• SchoolleaderswillbeabletodescribePSCtoparents,givearationaleforchoosingtousePSC,andtellparentsspecificchangestheycanexpecttoseeinteaching and learning.
PearsonSystemof Courses—MathematicsProfessionalDevelopmentLaunch
InPearsonSystemof Courses(PSC)forMathematics,thekeyinstructionalroutinesinclude:
•Opening•WorkTime•Waysof Thinking•Summaryof theMathematics•Reflection
Threedaysof professionaldevelopmentanchortheseconceptsandunitstructure.Participants,ingrade-bandedgroups,beginwithdevicein-handandexplorationof howtouseit,followedbyathoroughoverviewof howmathematicscontentisorganizedintheConceptUnitstructure.Thisleadstoamodelconceptlessonandwalk-throughanalysisof theotherlessontypeswithinaunit.Participantshaveopportunitytoanalyzehowmathematicscontentisbuiltwithinaunitandhowtheassessmentsareintegratedwithinstructionsothattheyarepartof thelearningcycleitself.
Participantsalsotakeadeepdiveintotheconceptsof personalizationanddifferentiationtoreinforcehowtheseimportantideasinfluencestudentlearninginPSC.ProfessionaldevelopmentincludesactivitiesarounddiscoursethatspecificallyaddresshowacademiclanguageenhancesthelearningexperienceofferedbyPSC,andhowteachersneedtoplanforandfacilitatemeaningfulcontent-specificconversationsintheirclassrooms.Throughouttheprofessionaldevelopment,teachersconsiderthetypeof planningthatis necessary for successful course implementation.
7
DAY 1
ModuleOverview Performance Outcomes
Module1:IntroductiontoPearsonSystemof Courses(PSC)anditsTechnologicalPlatformThismoduleprovidesacomprehensiveintroductiontoPearsonSystemof Courses(PSC)anditstechnologicalplatform. Participants explore the notion of a system by considering the continuity of the curriculum for gradesK-11,byexaminingtheexplicitconnectionstotheCollegeandCareerReadinessStandards(CCRS),andbyanalyzingthenineDesignPrinciplesthatareattheheartof PSC.Finally,participantsreceiveathoroughintroduction to the technological platform of PSC and the requirements for successful implementation.
• Understandthe“BigPicture”of howPSCsupportstheCCRSandwhyPSCwascreated
• ArticulatechangesneededtosupporttheCCRSthatPSCwillhelpyoumake
Module2:InstructionalRoutinesandRitualsinPSC ClassroomThismodulehasadualpurpose.First,participantshavethe opportunity to learn the structure of the PSC App. Second,theyreceivetheirfirstexposuretotheroutinesand rituals of a PSC lesson. Participants engage in a lessonwalkthroughandatabletscavengerhuntthatsets the stage for subsequent lesson analysis later in the professional development.
• Statesomeof theroutinesof aConceptUnitlesson
• Nameandnavigatesomeof thefeaturesandroutinesof aConceptUnitlessonontheiPad
• Beginthinkingabouthowtheappwillguidemathematics instruction
Module3:ExploringthePSCapplicationThismodulegivesparticipantstheopportunitytoexplorethePSCAppviaascavengerhunt-typelist.Thisexploration gives participants the opportunity to practice thebasicnavigationneededtoengageaffectivelywith thePSCApp,aswelltoidentifysomeof theresourcesthatareavailabletobothstudentsandteachers.Bytheendof theexperience,participantsshouldbeabletoidentify many of the important features of PSC App aswellastodefinefeaturesthattheywanttoexploremore thoroughly.
• Performbasicnavigationof thePSCapp
• ExplaintheDesignPrinciplesof PSC
• IdentifyresourcesavailableintheTeacherGuide
Module4:TechnologyRoutinesandRitualsinPSC ClassroomThismoduleaddressesrelevantconsiderationsforintegrating technology and tablets into the every day life of the mathematics classroom. Participants brainstorm the routines necessary to introduce PSC to their classroomandprepareaplantomaketheseroutines a daily part of classroom life.
• Listthetypesof ritualsyouwillneedtohaveinplaceto manage the use of iPads
• Generateideasforthewaysyouwouldliketoseethesetypesof ritualsexecutedinyourownclassroomsand schools
8
DAY 2
ModuleOverview Performance Outcomes
Module5: PuttingitAllTogether— A Card SortThismodulecentersonacardsortingactivitywhereparticipantsseektomakeconnectionsbetweenandamongtheCCRS,theStandardsforMathematicalPractices,andPSCDesignPrinciples.
• ArticulatehowtheCCRS,theStandardsforMathematicalPractices,andPSCDesignPrinciplesrelate to one another
Module6:IntroducingtheConceptUnitStructure:TheExploratoryLessonThismodulebeginsbyintroducingparticipantstothestructureof PSCConceptUnitanditscomponents.Buildingonthatintroduction,participantsnextengageina full model exploratory lesson and discuss the notion of mathematicalexplorationasakick-offtoamathematicalunit of learning.
• ArticulatetheConceptUnitstructureof PSC
• Describethepurposeof theConceptUnit ExploratoryLesson
Module7:TheConceptLessonThismodulecontinuestheexplorationof PSC ConceptUnitbyaskingparticipantstoconsiderthe typesof assessmentitemswithwhichstudentsultimatelyneed to engage successfully. Participants then explore in a full model Concept Lesson and evaluate the connectionsbetweentheConceptLessonandtheassessments themselves.
• Articulatethegoals,features,androutinesof aConcept Lesson
• DescribehowtheCCRSformathematicalcontentandmathematicalpracticealignwithaConceptLesson
Module8:TheLearningProgressionof theConceptUnitThishighlyinteractivemodulehasthreemajorfocusareasforparticipants.First,theyexplorethePutting it Together lesson and discuss the role formative assessment playsinthelesson.Second,theyexaminehowmathematical content builds throughout a PSC ConceptUnit.Finally,bydevelopingconceptmaps,participantsdescribehowPSCadroitlyincorporates theCCRS’contentandpracticestandardsaswellas the Design Principles.
• Describethefunctionof aPutting It Together lesson in aConceptUnit
• DescribehowmathematicalcontentbuildsthroughoutaConceptUnit
• DescribehowtheConceptUnitincorporatestheCCRSformathematicalcontentandmathematicalpracticeaswellastheDesignPrinciplesof PSC
9
DAY 3
ModuleOverview Performance Outcomes
Module9:DifferentiationandPersonalizationintheConceptUnitThismodulefocusesontheGalleryof aPSCConceptUnit. Participants have the opportunity to explore thecomponentsof theGalleryandthenotionof re-engagement.Throughscaffoldedsimulations,participants are introduced to the concept of guided mathematicsgroupsandtotheroleof personalizationanddifferentiationintheGalleryprocess.Finally,participants are introduced to the Concept Corner resource and have the opportunity to explore its many uses.
• Explainthepurposeof theGalleryactivitiesandhowtohelpstudentsmakegoodlearningchoices
• Explainthepurposeof theConceptCornerandhowstudents might use it as a resource
• Understandthepurposeandinstructionsurroundingguidedmathematicsgroup,includingtherolesof personalizationanddifferentiation
Module10:StartingtheYear— The“Zero”UnitThismoduleasksparticipantstoconsiderhowtheywillimplementclassroomroutinesatthebeginningof theyear.ByrevisitingthePSCConceptUnitstructure,participantswillnoticethe“Zero”Unitthatbeginseachschoolyear.Ingrade-bandedgroups,theyexploretheir“Zero”Unitandprepareapresentationthatoutlineshowthisunitnotonlyintroducesclassroomroutines,butalsoteaches students the why behind these routines.
• Describehowstudentscometoknowtheroutinesandrituals of mathematics instruction
• Describethepurposesof theZeroUnitandhowtheunitmesheswiththeschoolyearcurriculum
Module11:TheRoleof theStudyGroupsPSCimplementationsaresupportedbyjob-embeddedcoachingwherePearsonEducationSpecialistsworkshoulder-to-shoulderwithteachersandstudentsinclassrooms.Thiscoachingworkwillbeanchoredbymonthly study groups that set the stage for classroom explorations.Thismoduleintroducestheideaof studygroupsandthenotionof explorationwhenworkinginclassrooms.Thefirststudygroupis previewedandparticipantsareintroducedtothe focuswalkprocessthatisusedtohelpmonitorandsustain successful implementation.
• Explainthepurposeof studygroups
• Explainthepurposeof focuswalks
• Understandtherolesandresponsibilitiesof studygroup participants
Module12:ActionPlanningThismoduleprovidesparticipantstheopportunitytocreate an action plan for implementation as they prepare tobegintheschoolyear.Thisplanwillbeprovidedtoconsultantsthatwillworkwithteachersintheirclassrooms during the school year.
• Outlinetheactionstepsneededtobeginthe school year
10
PearsonSystemof Courses—MathematicsStudyGroups( Job-embeddedTraining)
Thethreedaysof Mathematicsprofessionaldevelopment launches implementation gets teachers started usingPearsonSystemof Courses(PSC).TheMathematicsStudyGroups—facilitated by a trained PearsonEducationSpecialistandscheduledmonthlythroughouttheyear—help implementing teachers collaborativelygrowandimprovetheirinstructionalpractice.Theseprofessionallearningcommunitiesareinquiry-basedandspurfurtherclassroomexplorations.Thestudygroups,andtherelatedclassroomactivities,haveanexploratoryframe.Duringthestudygroups,teachersworkwiththePearsonfacilitatortolayoutvariousactivitiesthattheywillimplementintheirclassrooms.Inadditiontofacilitationof theMathematicsStudyGroups,Pearson’shighlyqualifiedandcertifiedEducationSpecialistscanprovideone-on-oneandsmall-groupembeddedassistance.Thisonsite,shoulder-to-shouldersupportincludes,butisnotlimitedto:coaching,modeling,assistancewithlessonplanning,andco-teaching.
STUDY GROUPS
ModuleOverview Performance Outcomes
StudyGroup1:RoutinesandRitualsThisstudygroupexplorestheroutinesandritualsnecessary to launch PSC classroom at the beginning of the school year.
• Teachers,usingtheirtablets,facilitatePSCmathematicslessonsthatfollowthelessonroutines(opening,worktime,waysof thinking,summaryof themath,applyingthelearning,reflection)wherestudentshaveanopportunity to:
o Engagedirectlywithmathematicsindependentof theteacherforasignificantportionof classtimeeachday,
o Collaboratewiththeirpeers,and
o Discusstheirwaysof thinkinginapublicforum
• Students,usingtheirtablets,engagedirectlywithmathematics independent of the teacher for a significantportionof classtimeeachday,collaboratewiththeirpeers,anddiscusstheirwaysof thinkinginapublic forum.
StudyGroup2:FosteringMathematicalConversations in PSC Lesson Thisstudygroupexploresthenotionof mathematicalargument,itsplaceinaPSClesson,andhowtoplan for and facilitate mathematical conversations in the PSC classroom.
• Teacherspromoteaclassroomenvironmentthatencouragesmathematicalconversations(studentwithstudentandstudentwithteacher).Theseopportunitiesrequirestudentstodevelop,justify,andrevisemathematical arguments and critique the reasoning of their peers in a collaborative environment.
• Studentsdevelop,justify,andrevisemathematicalarguments and critique the reasoning of their peers in a collaborative environment.
11
STUDY GROUPS
ModuleOverview Performance Outcomes
StudyGroup3:UsingtheExercisesPurposefullyThisstudygroupexplorestheexercisesprovided foreachPSClessonandhowtheycanbeused flexiblytosupporttheteachingandlearningof rigorous mathematics.
• Teachersflexiblyassignlessonexercisestostudentsinawaythatpromotesproceduralfluency,relevantapplication,andconceptualunderstandingbyusingavarietyof methodologiesthroughoutaunit(e.g.,homework,re-engagementopportunities,Galleryproblems,etc.).
• Studentshavetheopportunitytobuildmathematicalproficiency(i.e.,proceduralfluency,relevantapplication,andconceptualunderstanding)asa result of engaging in the diverse lesson exercises.
StudyGroup4:Personalization—TheGalleryThisstudygroupbeginstheexplorationof theGallerybyhelpingteachersusedatatocreateameaningfulGalleryexperience for students.
• Teachersusedatafromformativeassessment(e.g.,studentperformancewithlessontasks,quizzes,self-checks,exercises,etc.)topurposefullycreateameaningfulGalleryexperienceforstudents(e.g., re-engagementwithconcepts,participationin guidedmathematicsgroups,personalizationvia Galleryproblems).
• StudentsengageinatailoredGalleryexperience(e.g.,re-engagementwithconcepts,participationinguidedmathematicsgroups,personalizationviaGalleryproblems)basedupontheirperformanceduringtheConcept Lessons.
StudyGroup5:Differentiation— Re-EngagementandtheGuided MathematicsGroupsThisstudygroupexploresthenotionof re-engagementand the concept of guided mathematics groups in the contextof supportingstudentstomeetgrade-levelexpectationsbytheendof aPSCConceptUnit.
• Teachersfacilitateguidedmathematicsgroupsinanefforttomovestudentstowardgradelevelthinking.
• Studentsareexposedtograde-levelmathematicalthinkingbytheendof eachConceptUnit.
StudyGroup6:ConceptCornerThisstudygroupexploresPSCConceptCornerandhowit supports student independence throughout all phases of teaching and learning.
• Teachersfacilitatestudents’independentuseof theConcept Corner to reinforce instruction during the concept lessons.
• StudentsuseConceptCornerasaresourceduringdaily lessons and pursue independent areas of inquiry.
12
STUDY GROUPS
ModuleOverview Performance Outcomes
StudyGroup7:NavigatingtheWays of ThinkingThisstudygroupexplorestheclosingof lessonsasanopportunitytohighlightstudents’waysof thinking about mathematics.
• TeachersuseWorkTimetopreparethestudentstoarticulatetheirWaysof Thinkingatlessonclose.TeacherssequenceWaysof Thinkingpresentations insuchawayastomovestudentsasclosetogradelevelmathematicalthinkingaspossiblebytheend of the lesson.
• StudentsexpressandsharetheirWaysof Thinkingdailyandareexposedtograde-levelmathematicalthinkingbytheendof eachlesson.
StudyGroup8:TheSummaryof theMathematicsThisstudygroupexplorestheimportanceof theSummaryof theMathematicsinaPSClesson,aswellas the role teachers and students play during this critical feature of a PSC lesson.
• Teachersfacilitateaconversationwithstudentsthatsynthesizescontent,quotesstudentwork,andquicklyassessesstudentunderstanding.Thefacilitateddiscussion helps equip students to consolidate their learning,reflectontheirWorkTimeexperience,andcraft a succinct summary of their learning.
• Studentsconsolidatetheirlearning,reflectontheirWorkTimeexperience,andcraftasuccinctsummaryof theirlearning(inapplicablelessons).
StudyGroup9:MakingtheMostof ProjectUnitsThisstudygroupexplorestheroleprojectsplayin PSCandhowtheypromotemathematicalproficiency in students.
• TeachersfacilitateProjectUnits(eitherembeddedorstand-aloneProjectUnits)thatencouragestudentstoapplytheirmathematicalthinkingbyengaginginapersonalizedinvestigationthatcantakethefromof writtenwork,models,video,onlineslideshows,etc.
• StudentsengageinProjectUnitsthatgivethemtheopportunitytoapplytheirmathematicalthinkingbyengaginginapersonalizedinvestigationthatcantakethefromof writtenwork,models,video,onlineslideshows,etc.
StudyGroup10:ThePuttingMathematicstoWorkUnitThisstudygroupexplorestheroleof PuttingMathematicstoWorkunitsandModelingunitsin PSC,andhowthoseunitspromotemathematicalproficiencyinstudents.
• TeachersfacilitateaPuttingMathematicstoWorkunit(or,forhighschool,aModelingunit)thatallowsstudents to integrate multiple concepts from more than oneConceptUnitvianon-routineproblemscenariosthatdrawfromatleasttwodifferentCCRSdomains.
• StudentsengageinaputtingMathematicstoWork(orModeling)unitthatallowsstudentstointegratemultipleconceptsfrommorethanoneConceptUnitvianon-routineproblemscenariosthatdrawfromatleasttwodifferentCCRSdomains.
13
BridgingtoPearsonSystemof Courses—MathematicsProfessional Development Launch
PearsonSystemof Courses(PSC)assumesacertaincomfortlevelandunderstandingof theCollegeandCareerReadinessStandards(CCRS)andtheirdemands.SomeschoolsordistrictsmayfeelmorecomfortablewithsomepreparatoryCCRSgroundworkbeforejumpingintoPSCtraining.Ourthree-dayBridging to Pearson System of Courses professional development series is designed to address this concern. Overthecourseof theyear,teachersandstudentsmakeclassroomadjustmentsthatpreparethemtotransition to PSC.
DAY 1
ModuleOverview Performance Outcomes
Module1:IntroductiontoPearsonSystemof Courses(PSC)andOurWorkTogetherThismoduleprovidesabrief introductiontoandoverviewof PearsonSystemof Courses(PSC)withaspecificlensonPSCDesignPrinciples.Italsooutlinesmathematicsimplementationandthescopeof workfortheyearandhighlightshowthesestepswillhelpteacherstransition to PSC.
• ExplainhowPSCsupportstheCollegeandCareerReadinessStandards(CCRS)
• ArticulatetheDesignPrinciplesof PSCandrelatethemto current instruction in the classroom
• Articulatethekeystepsnecessarytopreparetoimplement PSC
Module2:TheJourneythatisMathematicalProficiencyThismoduledefinesmathematicalproficiencythroughthelensof theNationalResearchCouncil’sAdding It Up. Usingthisdefinitionandgivenmathematicalcontentintheformof anassessmenttask,participantsconsider:
• TheeightMathematicalPracticesof theCCRS;
• Howthesepracticeslookatvariousgradelevels;and
• Theclassroomenvironmentnecessarytosupportthedevelopment of these practices in students.
• Establishaworkingdefinitionof mathematicalproficiency
• ArticulateconcretewaystheMathematicalPracticescan manifest themselves in the mathematics classroom
• Identifyanddiscusswaystocontinuedevelopingaclassroom environment that can support development of these habits of mind in students
Module3:ThePowerof theCCRSInstructionalShiftsandTheirRoleinPromotingMathematicalProficiencyThismodulegivesparticipantstheopportunitytoexplorethe three Instructional Shifts that are demanded by the CCRS.Thefocusof theCCRSisexaminedthroughannotationof alearningprogression(forelementaryandmiddlegrades)oracontentcategory(forhighschool).Thecoherenceof theCCRSisexploredbymappingoutthe story of particular learning progression or content category.Finally,anassessmenttaskisusedtodefinerigor in practical terms.
• DefinetheInstructionalShiftsnecessarytosuccessfullyimplementtheCCRS
• ArticulatehowtheseInstructionalShiftspromotemathematicalproficiencyinthemathematicsclassroom
14
DAY 2
ModuleOverview Performance Outcomes
Module4: PuttingitAllTogether— A Card SortThismodulecentersonacardsortingactivitywhereparticipantsseektomakeconnectionsbetweenandamongtheCCRS,theStandardsforMathematicalPractices,PSCDesignPrinciples,andthestrandsof MathematicalProficiency.
• ArticulatehowtheCCRS,theStandardsforMathematicalPractices,thestrandsof mathematicalproficiency,andPSCDesignPrinciplesrelateto one another
Module5:ClassroomStructuresthatPromoteMathematicalProficiencyThismodulegivesparticipantstheopportunitytoengagewithamathematicslessonthathighlightsthespecificroutines and classroom structures necessary to attend totheCCRS,theStandardsforMathematicalPracticesandInstructionalShifts,PSCDesignPrinciples,andtheStrandsof MathematicalProficiency.
• Explainhowwell-chosen,thoughtfultaskshelpstudentsmeettheCCRSforMathematics
• Identifyinstructionalstrategiesthatwillsupportstudents in building their mathematical understanding
Module6:UnpackingtheRoutinesThismodulegivesparticipantstheopportunitytodigdeeperintotheroutinesusedinthebridge’sthree-partlessonstructure(Opening,WorkTime,Closing).Videoisusedtoanalyzethepurposeof eachroutineandtheroleof the teacher and the students during each routine.
• Describeeachof thethreelessonroutinesand their unique role in good mathematics instruction
• IdentifywherethePSCDesignPrinciplescanbe found in the three lesson routines
• Explainhowthelessonroutinessupportstudentdemonstrationof theMathematicalPractices
• Describehowthethreelessonroutinesareinterdependent
Module7:IntroductiontotheElementaryFoundationUnit(ES)/IntroductiontotheFoundationUnitandtheFoundationIntroUnit(MiddleSchool&HighSchool)Thismoduleintroducesseveralresourcesthatwillbeavailabletoteachersduringtheschoolyear.TheFoundationIntroUnitisafive-dayunitthatestablishesclassroomroutinesandritualsduringthefirstdaysof theschoolyearforgrades6-11.TheElementaryFoundationUnitisathirty-dayunitthatintroducesroutinesandritualsingrades3-5.TheContentFoundationUnitisafifteen-dayunitthatusestheseroutinestoanchordailyinstructioningrades3-11.
• ExplainhowtheFoundationIntroUnitisusedtointroduce routines and rituals at the beginning of the school year
• ArticulatehowtheFoundationUnitcanbeusedtoteachgrade-levelmaterialasoutlinedinthedistrictscope and sequence
15
DAY 3
ModuleOverview Performance Outcomes
Module8:ChoosingTasksthatPromoteMathematicalProficiencyThemoduledigsdeeperintothenotionof rigoroustasks. Participantshavetheopportunitytoanalyzethecharacteristicsof rigoroustasksandtodeveloptasksormodifyingexistingtasksfromtheircurrentcurriculum.
• Chooseandmodifyrigorousmathematicaltasksfromany curriculum
Module9:TheNotionof PersonalizationandDifferentiationThismoduledefinesandexploresthenotionsof differentiationandpersonalization.Specifically,itexploresthecomponentsof a“Gallery”asitisusedinPSC.ParticipantsconsiderhowtocreateaGalleryusing theirowncurriculumduringthefirstsemesterof theschool year.
• Explainthepurposeof theGalleryactivitiesandhowtheyhelpstudentsmakegoodlearningchoices
• Understandthepurposeof andinstructionsurroundingguided mathematics groups
Module10:TheRoleof theStudyGroupsPSCBridgeimplementationsaresupportedbyjob-embeddedcoachingwherePearsonEducationSpecialistsworkshoulder-to-shoulderwithteachersandstudentsinclassrooms.Thiscoachingworkisanchoredbymonthlystudy groups that set the stage for the classroom explorations.Thismoduleintroducestheideaof thestudygroupsandthenotionof explorationwhenworkinginclassrooms.Thefirststudygroupispreviewedandparticipantsareintroducedtothefocuswalk process that is used to help monitor and sustain successful implementation.
• Explainthepurposeof studygroups
• Understandtherolesandresponsibilitiesduring study groups
Module11:ImplementationExpectationsandAction PlanningThismoduleprovidesparticipantstheopportunitytocreate an action plan for implementation as they prepare to begin the school year. Thisplanwillbeprovidedtoconsultantsthatwillworkwithteachersintheirclassrooms during the school year
• Outlinetheactionstepsneededtobeginthe school year
16
BridgingtoPearsonSystemof Courses—MathematicsStudyGroups ( Job-embeddedTraining)
Bridging to Pearson System of Courses professional development is a facilitated series of monthly MathematicsStudyGroups.Thesetenstudygroupsessions,focusedontheprocessof bridgingtoPSC,helpimplementingteacherscollaborativelygrowandimprovetheirinstructionalpractice.TheMathematicsStudyGroupsareinquiry-basedandspurfurtherclassroomexplorations.Thestudygroups,andtherelatedclassroomactivities,haveanexploratoryframe.Duringthestudygroups,teachersworkwithaPearsonfacilitatortolayoutvariousactivitiesthattheywillimplementintheirclassrooms.Inadditiontofacilitationof thestudygroups,Pearson’shighlyqualifiedandcertifiedEducationSpecialistscanprovideone-on-oneandsmall-groupembeddedassistance.Thisonsite,shoulder-to-shouldersupportincludes, butisnotlimitedto:coaching,modeling,assistancewithlessonplanning,andco-teaching.
STUDY GROUPS
ModuleOverview Performance Outcomes
StudyGroup1:LessonStructures— TheOpeningThisstudygroupexplorestheopeningof lessonsusingthethree-partlessonstructureinanefforttohelpteachers cement these lesson routines in the classroom.
• Teachersfacilitatemathematicslessonsusingathree-partlessonstructure(Opening,WorkTime,Closing)wherestudentshaveanopportunitytoengagedirectlywithmathematicsindependentof theteacherforasignificantportionof classtimeeachday,collaboratewiththeirpeers,anddiscusstheirwaysof thinkingina public forum. (ThespecificfocusinStudyGroup1isonthelesson’sOpening.)
• Studentsengagedirectlywithmathematicsindependentof theteacherforasignificantportionof classtimeeachday,collaboratewiththeirpeers,anddiscusstheirwaysof thinkinginapublicforum.
StudyGroup2:LessonStructures— TheClosing Thisstudygroupexplorestheclosingof lessonsusingthethree-partlessonstructureinanefforttohelpteacherscement these lesson routines in the classroom.
• Teachersfacilitatemathematicslessonsusingathree-partlessonstructure(Opening,WorkTime,Closing)wherestudentshaveanopportunitytoengagedirectlywithmathematicsindependentof theteacherforasignificantportionof classtimeeachday,collaboratewiththeirpeers,anddiscusstheirwaysof thinkinginapublic forum. (Thespecificfocusof StudyGroup2isonthelesson’sClosing.)
• Studentsengagedirectlywithmathematicsindependentof theteacherforasignificantportionof classtimeeachday,collaboratewiththeirpeers,anddiscusstheirwaysof thinkinginapublicforum.
17
STUDY GROUPS
ModuleOverview Performance Outcomes
StudyGroup3:LessonStructures— TheWorkTimeThisstudygroupexplorestheworktimeof lessonusingthethree-partlessonstructureinanefforttohelpteachers cement these lesson routines in the classroom.
• Teachersfacilitatemathematicslessonsusingathree-partlessonstructure(Opening,WorkTime,Closing)wherestudentshaveanopportunitytoengagedirectlywithmathematicsindependentof theteacherforasignificantportionof classtimeeachday,collaboratewiththeirpeers,anddiscusstheirwaysof thinkinginapublic forum. (Thespecificfocusof StudyGroup3isonthelesson’sWorkTime.)
• Studentsengagedirectlywithmathematicsindependentof theteacherforasignificantportionof classtimeeachday,collaboratewiththeirpeers,anddiscusstheirwaysof thinkinginapublicforum.
StudyGroup4:IntroductiontotheGallery—CreatingMeaningfulGalleryProblemsThisstudygroupbeginstheexplorationof theGallerybylookingatthecharacteristicsof Galleryproblemsandworkingwithteachersoncraftingtheseproblemsbasedupontheirowncurriculummaterials.
• Teachers,usingtheircurrentcurriculumandresourcematerials,createGalleryproblemsthatcementstudents’grade-levelmathematicalthinkingatthe end of a unit of instruction
• StudentsengagewithGalleryproblemsthatcementtheirmathematicalthinkingattheendof aunit of instruction
StudyGroup5:UsingDatatoCreateaMeaningfulGalleryExperienceThisstudygroupcontinuestheexplorationof theGalleryby helping teachers use data to create a meaningful Galleryexperienceforstudents.
• Teachersusedatafromformativeassessment(e.g.,studentperformancewithlessontasks,quizzes,self-checks,exercises,etc.)topurposefullycreateameaningfulGalleryexperienceforstudents(e.g., re-engagementwithconcepts,participationin guidedmathematicsgroups,personalizationvia Galleryproblems).
• StudentsengageinatailoredGalleryexperience(e.g.,re-engagementwithconcepts,participationinguidedmathematicsgroups,personalizationviaGalleryproblems)basedupontheirperformanceduringtheconcept-basedlessons.
StudyGroup6:TheGallery—Re-EngagementandtheGuidedMathematicsGroupsThisstudygroupconcludestheexplorationof theGallerybyanalyzingthenotionof re-engagementandtheconcept of guided mathematics groups in the context of supportingstudentstomeetgrade-levelexpectationsbythe end of a unit of instruction.
• Teachersfacilitateguidedmathematicsgroupsinanefforttomovestudentstowardgradelevelthinking.
• Studentsareexposedtograde-levelmathematicalthinkingbytheendof eachconcept-basedunit of instruction.
18
STUDY GROUPS
ModuleOverview Performance Outcomes
StudyGroup7:FosteringEffectiveMathematicalDiscussions(Part1)Thisstudygroupbeginsanexplorationof theroleof mathematical argument in the discourse of the mathematics classroom.
• Teacherspromoteaclassroomenvironmentthatencouragesmathematicalconversations(studentwithstudentandstudentwithteacher);theseopportunitiesrequirestudentstodevelop,justify,andrevisemathematical arguments and critique the reasoning of their peers in a collaborative environment.
• Studentsdevelop,justify,andrevisemathematicalarguments and critique the reasoning of their peers in a collaborative environment.
StudyGroup8:FosteringEffectiveMathematicalDiscussions(Part2)Thisstudygroupconcludestheexplorationof mathematicalargument,relevantacademicdiscourse, and planning for mathematical discussions.
• Teacherspromoteaclassroomenvironmentthatencouragesmathematicalconversations(studentwithstudentandstudentwithteacher).Theseopportunitiesrequirestudentstodevelop,justify,andrevisemathematical arguments and critique the reasoning of their peers in a collaborative environment.
• Studentsdevelop,justify,andrevisemathematicalarguments and critique the reasoning of their peers in a collaborative environment.
StudyGroup9:TransitioningtoPSC— Waysof ThinkingThisstudygroupre-visitstheClosingof thelessonandhelpsteacherstotransitiontotheWaysof Thinkingroutineof PearsonSystemof Courses(PSC).
• TeachersusetheWorkTimetopreparethestudentstoarticulatetheirWaysof Thinkingatlessonclose.TeacherssequenceWaysof Thinkingpresentations insuchawayastomovestudentsasclosetogradelevelmathematicalthinkingaspossiblebytheendof the lesson.
• Studentsexpressandsharetheirwaysof thinkingdailyandareexposedtograde-levelmathematicalthinkingby the end of each lesson.
StudyGroup10:TransitioningtoPSC—Concept CornerThisstudygroupintroducesPSCConceptCornerandhowitsupportsstudentindependencethroughoutallphases of teaching and learning.
• Teachersfacilitatestudents’independentuseof theConcept Corner to reinforce instruction during the daily lessons.
• StudentsuseConceptCornerasaresourceduringdaily lessons.
19
PearsonSystemof Courses—EnglishLanguageArts(ELA)ProfessionalDevelopment Launch
InPearsonSystemof Courses(PSC)forEnglishlanguagearts(ELA),thekeyinstructionalroutinesinclude:
•Opening(differentforReadinginstructionandforWritinginstruction)•WorkTime(whole-groupinstruction,small-groupinstruction,collaborationandteamwork,formative
assessment,independentworkandreflection,andguidedreading)•Closing
Threedaysof professionaldevelopmentanchortheELAcontentconceptsandunitstructure.Participants,ingrade-bandedgroups,beginwithdevicein-handandexplorationof howtouseit,followedbyathoroughoverviewof howtheELAcontentisorganizedintheunitstructure.Thisoverviewleadstoamodellesson,andwalk-throughanalysisof thelessontypeswithinaunit.Participantsanhaveopportunity toexaminehowELAcontentisbuiltwithinaunit,andhowtheassessmentsareintegratedwithinstructionso that they are a part of the learning cycle itself.
Teachersdevelopknowledgeof theroutinesandsubroutinesthatpromotedeeplearningandthatwillbeusedfromkindergartenonward:Clarityof Purpose,Modelingof Learning,IndependentWork,Collaboration,AcademicDiscourse,OngoingFormativeAssessment,FocusedTeaching,Personalization,andClosure.Throughouttheprofessionaldevelopment,teacherswillconsiderthetypeof planningthatisnecessary for successful course implementation.
DAY 1
ModuleOverview Performance Outcomes
Module1:Overviewof PSCand 3-dayTrainingThismoduleprovidesanintroductiontoandoverviewof PearsonSystemof Courses(PSC)andthethree-dayprofessionaldevelopmentjourneythatwillprepareteachers to begin implementation of the system.
• Understandthe“BigPicture”of howPSCsupportstheCollegeandCareerReadinessStandards(CCRS)andwhythesystemwascreated
[FullImplementationonly]Module2:TechnologyIntroductionand TargetedExplorationsInthismodule,teacherslearnhowtonavigatethetabletandPSCapp.Theyareguidedthroughkeyfirststepsincludingloggingintotheappasateacherorasastudent,accessingthelessoncontent,andinitiatingkeyfeaturesonthetabletsuchastexttospeech.Then,usingtheknowledgegainedfromthetechnologyintroduction,educators engage in a scavenger hunt that requires them toexploreandlearntousekeyfeaturesof thetablet and PSC app.
• Useallof thetechnologyfeaturestonavigatethe PSC app
• ExplainhowPSC’sfeatureshelpstudentslearntousetechnology strategically and capably
20
DAY 1
ModuleOverview Performance Outcomes
Module3:MakingtheInstructionalShiftsinSupport of Developing Literacy Capacities Inthismodule,participantslearnaboutthethreeInstructionalShiftsrequiredbytheCCRS.TheythenexplorehowtheseInstructionalShiftsareaddressedbyPSC’sscopeandsequenceforELA,byindividualunits,andbylessons.ParticipantswillalsoseehowtheInstructional Shifts—incorporated throughout PSC—develop the Literacy Capacities of students in order to prepare them for college and careers.
• ConnecttheInstructionalShiftstothe Literacy Capacities
• Findevidenceof theInstructionalShiftsinaPSClesson
• UsetheLiteracyCapacitiestoprovidetherationaleforthedesignof theELAscopeandsequence(K-12)
Module4:DesignPrinciplesUsingknowledgegainedfromthepreviousmodule,participants learn about the nine Design Principles that serve as the foundation for the teaching practices used inPSC.ParticipantsexaminehowPSClessonslinkthese Design Principles to the Literacy Capacities and Instructional Shifts.
• UsecauseandeffectlanguagetoexplaintherelationshipbetweentheDesignPrinciplesandtheLiteracy Capacities
• Describeevidencefromlessonsthatrevealsthe Design Principles
[DelayedImplementationonly]Module5:UsingTechnologytoEnhanceLearningParticipants engaging in this module explore various freeandweb-basedtechnologyresourcesthatmaybeusedtosupportstudentsastheyengagewithcomplextexts,developcontentknowledge,anddemonstratethatknowledgeusingvariousmodesof communication.
• Explainhowtechnologyresourcesdevelopstudents’abilitytogainanddemonstrateknowledge
• Developtechnology-enhancedtasksthattarget theCCRS
21
DAY 2
ModuleOverview Performance Outcomes
Module5:AssessingWhatWeTeachInthismoduleparticipantstakesampleassessments(PARCC/SBAC)toexperience,andthereforebetterunderstand,thenewexpectationsforstudentthinkingand performance. TheythencomparePARCC/SBACassessmentstoPSC’sassessmentstounderstand thealignmentbetweenthetwo.Finally,participantsexaminehowthistargetedstudentlearningisrealized in PSC lessons.
• Explainwhattypesof thinkingandskillsstudentsmusthavetomeetthedemandsof thenewassessments
• Describehowinstructionmustchangeto support students
• ExplainhowPSCassessmentsaligntoPARCC/SBACassessments
Module6:LessonShare/ModelLessonTodevelopanunderstandingof howPSCsupportsstudents in meeting the cognitive and behavioral expectationsof theCCRS(asillustratedbythenewassessments),teacherschoosealessontoreviewintheirgrade.Theyidentifythestudenttasks,learningsupport,materials,aswellasevidenceof understanding.Participantsthenshareandcomparetheirfindingsinsmallgroups.Asanalternatetothismodule,participantsmayengage in a simulated lesson.
• Describetheexperienceof alearnerengagingina PSCELAlesson
• Explaintherelationshipbetweenlearningoutcomes,studenttasks,andteachersupportinaPSClesson
Module7:TheThinkingBehindtheLessonParticipantsuseaprotocolfordebriefingthelessonstheyjustreviewed,analyzingthecontentandsequenceof studenttasks,examininglessonstructure,anddetermininghowthemodellessonfitswithinthelargerunit.ThisanalysisincludesacloselookathowtheLiteracy Capacities and Design Principles are strategically revealedwithinthelesson.
• Explaintherationaleforthelessondesign
• ConnectlessoncomponentstotheDesignPrinciplesand the Instructional Shifts
• DescribehowalessonandtheunitasawholesupportsstudentsinmeetingtheCCRSanddevelopingthe Literacy Capacities
Module8:MeetingtheNeedsof DiverseLearnersthroughPersonalizationThismoduledefinesandexploresthenotionof differentiationthroughpersonalization.ParticipantsconsidertheeffectpersonalizationhasonengagementandusetheMoretoExplorefeaturetopersonalizelearningforspecificstudents.
• Understandhowstudentchoiceservesasanengagementanddifferentiationstrategy
• DeterminehowtousetheMoretoExploreresourceto support diverse learners
22
DAY 3
ModuleOverview Performance Outcomes
Module9:MeetingtheNeedsof Diverse Learners by Supporting Access toComplexTextIn this module teachers learn about a conceptual model of readingcomprehensioncalledthe“ConstructionIntegrationModel,”whichisthebasisforhowreadingissupportedwithinPSC.Participantsinvestigatethiscomprehensionmodelbyengagingin,andthenanalyzing,anauthenticreadingtask. Participants then revisit lessons inPSCtodeterminepreciselyhowthismodel of comprehension is applied.
• UseWalterKintsch’sConstruction-Integrationmodelof readingcomprehensiontoexplainhowandwhencomprehensionmaybreakdownforareader
• UnderstandthePSCsubroutines(e.g.,QuickWrite,WholeGroupShare,PartnerTalk)anddescribehowtheysupportstudents’accuratecomprehensionof complex texts
Module10:ReflectingonOurLearningAfterengaginginareviewof theDesignPrinciples,participantsanalyzeclassroomscenariosinordertoidentifythescenarios’ successesandchallenges.Theythenaddressthechallengesbyrewritingthescenarios(ordevelopingnewones)thatdemonstrateincorporationof PSCDesignPrinciples,howtheywouldaddressmakingrequisiteInstructionalShiftsand/orhowtobettersupport students in developing the Literacy Capacities.
• ReviseclassroomscenariostorevealPSCDesignPrinciples,makeInstructionalShifts,andsupportstudents in developing the Literacy Capacities
Module11:PlanningforBack-to-School, FocusonUnit1Toplanforeffectiveimplementation,educatorsreviewallof thelessonsinELAUnit1,applyingwhattheyhavelearnedinthetrainingbyanalyzingthelessonsandcompletingthestudenttasks.ThisworkalsoincludescloselyreadingandannotatingtheTeacherGuide(whichincludesdetailedguidancefortheepisodes,lessons,andtasks).Wheneducatorshavecompletedthiswork,theycollaboratetomapoutthefirstweekof teachingandlearning,sewingintheadditionalclassroomroutinestheyidentifiedonDay1(of thisProfessionalDevelopmenttraining). Principals join teachers at the end of the day to discusstheplanforthefirst30days.
• CompleteseveralstudenttasksforELAUnit1inorderto plan for implementation
• Use“backwardsdesign”(alsoreferredtoasUnderstandingbyDesign(UbD))toplanthefirstmonthof studentlearning,includingimplementing theDesignPrinciplesandmakingInstructional Shifts in service of helping students develop the Literacy Capacities
[Delayed Implementation only] Alternate Module11:PlanningforBack-to-SchoolApplying their learning from the Professional Development,participantsengageinbackwardsdesign(orUbD)toplanaunitof learning/instruction.TeachersworkwiththeirowntextstooutlineaunitthatmakestheInstructional Shifts and implements the Design Principles inserviceof developingstudents’LiteracyCapacities.
• Usebackwardsdesign(orUbD)toplanaunitof instructionthatmakestheInstructionalShiftsandstrategically uses the Design Principles
23
PearsonSystemof Courses—EnglishLanguageArts(ELA)StudyGroups ( Job-embeddedTraining)
Thethreedaysof Englishlanguagearts(ELA)professionaldevelopmentlaunchesimplementationandgetsteachersstartedusingPearsonSystemof Courses(PSC).TheELAStudyGroups—facilitated by a trained PearsonEducationSpecialistandscheduledmonthlythroughouttheyear—help implementing teachers collaborativelygrowandimprovetheirinstructionalpractice.Theseprofessionallearningcommunitiesareinquiry-basedandspurfurtherclassroomexplorations.Thestudygroups,andtherelatedclassroomactivities,haveanexploratoryframe.Duringthestudygroups,teachersworkwithaPearsonfacilitatortolayoutvariousactivitiesthattheywillimplementintheirclassrooms.Inadditiontofacilitationof theELAStudyGroups,Pearson’shighlyqualifiedandcertifiededucationalconsultantscanprovideone-on-oneandsmall-groupembeddedassistance.Thisonsite,shoulder-to-shouldersupportincludes,butisnotlimitedto:coaching,modeling,assistancewithlessonplanning,andco-teaching.
STUDY GROUPS
ModuleOverview Performance Outcomes
StudyGroup1:RevisitingtheThinkingBehindtheLesson:ClassroomRoutinesthatSupportLiteracyProficiencyTeacherslearnhowtousePSCclassroomroutinesto ensure that the dominant amount of class time is devotedtostudentscollaboratingwithpeersinserviceof deepeningtheirunderstandinganduseof authentic,complextext,andwithminimalteachersupervision.
• TeachersdeliverPearsonSystemof Course(PSC)lessonsthatengagestudentsintopic-basedtaskswhichenableknowledgetobebuiltbyreadingandusingcomplex,authentic,topic-specifictexts
• Useof PSCclassroomroutinesenablesstudentstoengagedirectly,andindependentof teachersupervision,withthefollowing:
o Readingcomplextexts
o Writingandspeakingtoapplyknowledge gained from texts
o Discussion to deepen understanding of complex texts
• Studentsandteachersusethelanguage,andmodelthebehaviors,of thekeyinstructionalroutines,subroutinesand Design Principles on a daily basis
24
STUDY GROUPS
ModuleOverview Performance Outcomes
StudyGroup2:AcademicConversationTeachersstudymethodsforensuringthatclasstime isdominatedbyacademiclanguage(spoken,written, andread)byallstudents,withminimalteachersupervision or prompting.
• Teachersmodeldailytheproperuseof academiclanguage,andfacilitateconversationsbypromptingstudentstoexplaintheirthinkinganduserelevantevidencefromtexts(vs.askingquestionsthatinviteone-wordanswersorfollowtheIRF—Initiate,Response,Feedback—pattern)
• Useof consistent,targetedsupport(e.g.,languageframesandconversationprompts)enablesstudentsto engage in academic conversation about topics and texts,usingrelevantevidencefromtextstosupporttheir ideas
• Studentsuseacademiclanguagewhenengagedinacademicconversation(teachermonitorsandadvancestheuseof academicdiscourse,e.g.,bydirectingastudenttorecordacommentusingaudio/videoandthenhavingthestudentshareitwiththeclass)
StudyGroup3:UsingtheConstruction-IntegrationModeltoSupportStudentReadingTeachersinvestigatequestionsandtasksthatallowandsupport students to independently comprehend complex textsandmaketheircomprehensionvisible(e.g., thinkingaloudorwritingabouthowideasinatext buildandconnect).
• Teachersuseprompts,questions,andtaskstoengage students in close reading of a complex text (e.g.,questionsabout:howinformationindifferentsectionsconnects;howtheauthorsupportsclaims;whocharactersareinrelationtooneanother;howbackgroundknowledgemaydifferfromhowconceptsarerevealedinatext)
• Teachersexplainthepurposeanddesignof thequestions,promptsandtasksusedtosupportcomprehensionwithinPSClessons
• Teachersdevelopanduseadditionalquestions,prompts,andtaskstopersonalizesupportforstudentsstruggling to comprehend text
• Studentsclearlyexplainthethinkingprocesstheyusetomakesenseof texts,includinghowtheyarrivedatcertainconclusions,howtheyconnecttheideasinthetext,andhowtheyrelatetheideasinthetexttopriorthinking(e.g.,knowledgeof aparticularwordorphraseorknowledgeof atopic)
25
STUDY GROUPS
ModuleOverview Performance Outcomes
StudyGroup4:UsingAssessmentDatainInstruction:Part1—ColdReadsTeachersstudystudentdata(specificallyreadingdata)and use that information to help students set and monitor personal learning goals related to the topic of study.
Note:K-1teacherswillusetheChecklistsinthis study group
• TeachersusePSCassessmentdata(focusonColdReads)todeterminestudentneedsandidentifywherein the PSC lessons these needs may be addressed
• Teachersclearlyarticulatehowdifferentiatedstudenttasksarederivedfromassessmentinformation
• Teachersuseprompts,cues,questions,andtasksthattargetspecificstudentneedsevidencedbyassessment(includingMoretoExploretasks).Thistypeof focusedandstrategicteachingisshapedbytheteacher’songoing,documentedassessmentof studentneedsandmaybedirectedtoonestudent,asmallgroup,and/orthe majority of the class
• Studentsusetheirlearninggoalstoengageinindependentwork(e.g.independentreadingandotherlearningtasks)
StudyGroup5:FocusontheReading-WritingConnection Teachersstudywaystoconnectreadingandwritingtoenablestudentstodrawupontextstheyhavereadinordertoanalyzeandstrengthentheirownwriting,aswellas that of their peers.
• Teachersareabletoexplainhowlessonsaredesignedtousereadingtosupportwritingandviceversa(e.g.,howtasks,questions,andpromptsinlessonssupportstudents’understandingof whatheyhaveread,andhowthecomponentsandstructuresthatthosetasks,questionsandpromptsrevealhelpdevelopstudents’abilitytocraftparticulartexttypes)
• Teachersanalyzestudentwritingforevidenceof knowledgebuiltbyreadingtextandtodeterminethesuccessesandchallengesastudenthaswithcommunicating the understanding gained from a text
• Students“readlikeawriter,”usingtheperspective of authortoexplainthecraftandstructureof atext,andtoexplainhowthatcraftandstructureaffectthetext’smeaning
StudyGroup6:UsingWritingDatainInstruction(ColdWrites)TeachersanalyzestudentColdWrites,determiningstudents’understandingof thecraftandstructureof particulartexttypes(e.g.,informational/explanatory;opinion/argument;narrative).
• Teacherswritefeedbackonstudentworkthatclearlyrevealsforstudentswheretheirworkmeetsstandards,whereitapproaches/isnotyetmeetingstandards,andwhatconcretenextstepsthestudentmaytakebasedon that information
• Studentsusefeedbacktorevisetheirwritingandwhendevelopingnewwritingpieces(eveninformalpiecessuchassummariesinnotebooks)
26
STUDY GROUPS
ModuleOverview Performance Outcomes
StudyGroup7:UsingAssessmentDatainInstruction: Part 2—NotebookEntriesTeachersstudystudentNotebookEntriestoexaminewhattheyrevealaboutstudents’readingcomprehension.
• TeachersusePSCNotebookEntriestodeterminestudentneedsandidentifywhereinthePSClessonsthese needs may be addressed
• Teachersuseprompts,cues,questions,andtasksthattargetspecificstudentneedsevidencedbyassessment.Thistypeof focusedteachingmaybedirectedtoonestudent,asmallgroupand/orthemajorityof theclass.Itisshapedbytheteacher’songoingdocumentedassessment of student needs and may also include writingresponsestostudentNotebookEntries.
• StudentsusequestionsandpromptstoreflectontheirNotebookEntriesandtakethenextstepssuggestedbytheirteacher(e.g.,rereadingapartof atext)
StudyGroup8:QuestioninginLiteracyTeachersexaminetheeffectsdifferentquestionshaveondeepeningstudents’thinking,andtheirpeers’thinking,about topics and texts.
• Teachersuse,andteachstudentstouse,open-endedquestions(thosewithmorethanonecorrectanswer),andquestionsthatprompthigher-orderthinkingrelatedtocomplextexts(thosethatrequirestudentstomakeinferences,synthesizeideas,andtostateandsupport(i.e.,explainandjustify)theirclaims)
• Ratherthangivinganswers,teachersrespondtostudentquerieswithquestionsthatpropelconversationandsupportcriticalthinking
• Teachersencouragestudenttalkthatvaluestextualevidence(e.g.,byconsistentlypromptinglearnerstoreturntothetexttodiscoverinformation,provideevidence,challengethinking,developclaims)
• Studentsusequestionsthatvaluetextualevidenceand incorporate relevant textual evidence in their discussions(studenttostudentandstudenttoteacher)
StudyGroup9:UsingConversation as Assessment Teachersexaminehowunderstandingisrevealedbystudent comments and questions.
• Teacherscanclearlyexplainhowstudentcommentsand questions evidence understanding of a text
• Teachersuseevidenceof studentunderstandingtopromptstudentswithadditionalqueriesandtasksthatimproveandrefinestudentunderstanding
• Studentscanclearlyexplaintheirthinkingandsupportitwithrelevantevidencefromthetext.Theycanalsochallengethatthinkingbydrawinguponrelevant,opposingtextualevidence.Theydemonstratecapacitytoassistpeersinthinkingcritically.
27
STUDY GROUPS
ModuleOverview Performance Outcomes
StudyGroup10:MakingTasksAccessibletoDiverse Learners Teacherslearntouseandremoverelevantscaffoldstosupportstudentsastheyengagewith/inauthentic,complextextsandtasks.
• Teachersusemultiplemeansof representation,multiplemeansof actionandexpression,andmultiplemeansof engagement(UniversalDesignforLearningprinciples)withinalllessons,inordertoprovidediverse learners access to complex texts and other resources related to topics under study
• Teachersexplainhowtheindividualneedsof differentstudentsarebeingmet(e.g.whichstudentisannotatingatextforaparticularfeatureandwhy,whichstudentisusingaparticularresourceonMore toExploreandwhy)
• Studentsuselanguageandlearningstrategiesto engageintasks(e.g.,paraphrasingatext,takingascreenshot of a part of a text and then placing it in anotebookpage,usingalanguageframetoengage indiscussion,etc.)
BridgingtoPearsonSystemof Courses—EnglishLanguageArtsProfessionalDevelopment Launch
Pearson System of Courses assumes a certain comfort level and understanding of the College and Career ReadinessStandards(CCRS)andtheirdemands.SomeschoolsordistrictsmayfeelmorecomfortablewithsomeCCRSpreparatorygroundworkbeforejumpingintoPSCtraining.Ourthree-dayBridging to Pearson System of Courses professional development series is designed to address this concern. Over the course of theyear,teachersandstudentsmakeclassroomadjustmentsthatpreparethemtotransitiontoPSC.
LEARNING SERIES 1: COLLEGE AND CAREER READY LITERACY LEARNERS (DAY 1)
ModuleOverview Performance Outcomes
Module1:ModelLessonThismoduleprovidesteachersanauthenticexperiencewithalessonthatisdesignedtosupporttheInstructionalShiftsrequiredbytheCollegeandCareerReadinessStandards(CCRS)inserviceof helpingstudentsdevelopthe Literacy Capacities they need to be ready for college and careers.
• Explainthefeaturesof alessonthatpreparesstudentsfor the literacy demands of college and careers
• Articulatechangestobemadeininstructioninordertosupport students in developing the Literacy Capacities required by college and careers
• Engagestudentsinlessonsthatsupportindependence,collaboration,andtheconstructionof contentknowledgefromreading
28
LEARNING SERIES 1: COLLEGE AND CAREER READY LITERACY LEARNERS (DAY 1)
ModuleOverview Performance Outcomes
Module2:ProficiencyinLiteracyThismodulehelpsdefineliteracyproficiencythroughthelensof theLiteracyCapacities,theCCRS,andthethreeInstructionalShiftsrequiredbytheCCRS.Byinvestigatingsampleperformanceassessmentsandtasks,teachersdeterminetheknowledgeandskillsstudentsneedtobeproficient,andtheylearnhowthatdepthof studentunderstandingismeasured.Teachersthenusethisinformationtoreflectonandreviseordevelopthelearningoutcomesintheirownlessons.
• Defineliteracyproficiencyusingrelevantlanguagefromthe Literacy Capacities and Instructional Shifts
• Analyzeperformanceassessments,explaining howLiteracyCapacitiesandInstructionalShifts areexemplified
• Developorreviselearningoutcomesinalessontotarget the expectations of the Literacy Capacities and the Instructional Shifts
Module3:QuestioningandConversationStrategiesTeacherslearnhowtousequestioninganddiscussiontechniquestofacilitatethethinkingthatisexpectedbyrigorouslearningoutcomes(i.e.,bytheCCRS).Toapplythislearning,teachersdevelopquestionsfortheirownlessonsthatprobemoreabstractstudentthinkingandsupportthecomprehensionandcritiqueof complextexts.Theyalsodeveloptasksandroutinesthat require and support meaningful discussions that are independently governed by students.
• Categorizedifferenttypesof questions,distinguishingthose that support academic student conversation and criticalthinkingfromthosethatdonot
• Developorreviselearningtasksinlessonstoincludetargetedquestionsanddiscussionprompts/supports
• Facilitateaneffectiveacademicdiscussionamongpeers
Module4:ClassroomRoutinesthatPromoteLiteracyProficiencyTeachersengagewithalessonthathighlightsthespecificroutines(i.e.,classroomstructuressuchasfocusedsmallgroupproblem-solving)necessarytoattendtotheCCRSandtotheInstructionalShiftstheyrequire.Teachersthensewtheseroutinesintotheirownexistingornewlydeveloped lessons.
• Distinguishclassroomroutinesthatpromoteliteracyproficiencyfromthosethatdonot(ordonotaseffectivelyasotherroutines)
• Explainhowcertainclassroomstructureseffectiveinthe past are not aligned to a classroom that promotes college and career readiness
• Developorreviselessonstoincludeclassroomroutinesthatpromoteliteracyproficiencyasdeterminedbycollege and career readiness expectations
29
LEARNING SERIES 2: USING LITERACY TO BUILD STRONG CONTENT KNOWLEDGE (DAY 2)
ModuleOverview Performance Outcomes
Module5:ComprehendingComplexTextsIn this module teachers learn about a conceptual model of readingcomprehensioncalledthe“ConstructionIntegrationModel”whichrevealscomponentsof theintricateprocessof readinginthebrain.Teachersapplywhattheylearnbydevelopingquestionsandtaskstosupportstudentsastheyworkwithcomplex,authentictexts.Teachersdelveintotheprocessof comprehendingandcritiquingbylearningto“readlikeawriter”(examiningthetextfromtheperspectiveof awriter),afterwhichtheydevelopsegmentswithintheirownlessons that model this process for students.
• Explainhowquestionsandpromptsinalessonsupportandadjustastudent’scomprehensionof atext
• Distinguishquestionsandpromptsthat support comprehension from those that test or“tell”comprehension
• Developquestionsandpromptsforalessonin supportof students’accuratecomprehensionof atext(usingasaguideReading,Writing,andLanguageStandards,aswellasthelanguagefeaturesandfunctionsof academictext)
Module6:AcademicReadingIn this module educators in all grade levels and content areaslearnhowtohelpstudentsdiscoverhowthelanguageinacademictextsworks.Throughengaging,investigativetasks,participantslearntoexamineatext’scomplex,condensedmessages,exploringhowanauthorconveysinformationbyusingspecificacademiclanguagefeaturessuchasnominalizations,abstractions,qualifiers,subordinateclauses,andcohesionmarkers.Participantslearnwaystoteachstudentstoexamineanauthor’slanguagechoices.Thisskillallowsstudentstoindependently comprehend and use the information in containedwithinacademictexts.
• Developpromptsandquestionsthattargettheacademic language features and functions of complex texts
• Engagestudentswithquestionsandtasksthattargetthe academic language features and functions of complex texts
Module7:CloseReadinginSupportof DeepComprehension Toengageinclosereading,studentsneedtolearnhowtoprobeatextbasedonitscontent,structure,and craft. Participants in this training module learn howtoinvestigateatextinthismanner.Theytracethedevelopmentof ideas,examinethemeaningof nuancedwordsandphrasesbasedonhowtheyareused,andquestionthewayinwhichtheauthorhaschosentopresenttheinformationwithinthetext.FromKindergartenupward,theabilitytoreadatextcloselyisboth possible and essential to deep comprehension. Withthisunderstandinginhand,teachersdevelopquestionsandpromptswithintheirownlessonsinorderto engage students in the process of close reading.
• Explainhowquestionsandpromptssupportdeepcomprehension of a text
• Developquestionsandpromptsthatengagestudentsinclosereading(investigatinglevelsof meaning/purpose,languageconventionalityandclarity,structure,coherence,etc.)
30
LEARNING SERIES 2: USING LITERACY TO BUILD STRONG CONTENT KNOWLEDGE (DAY 2)
ModuleOverview Performance Outcomes
Module8:ValuingEvidenceDifferingnotablyfrommostpreviousstateexpectations,theCCRSplacestrongemphasisontheuseof textualevidencetosupportideas,claims,andquestionsarticulatedbothverballyandinwriting. Teachersengaginginthismoduledefineanddemonstratewhatismeantbythephrase“valueevidence.”Theyexplainthethinkingbehindselecting“relevantevidence.”Theyalsoanalyzesampleassessmentitemsthatrequirethisthinkingof studentsandusethisexperiencetoanalyzemethodsforhelping students learn to value evidence.
• Distinguishusingevidencefromvaluingevidence
• Explainhowlearningtasksthatrequiredebate/differenceof opinionhelpstudentslearntovalueevidence
• Developorreviselearningtaskswithinalessontofocus on the value of evidence
Module9:BuildingLiteracythroughanIntegrated Approach Thismodulebeginswithabrief explorationof theprocess of language development to enable teachers to better understand the process of acquiring and using academiclanguage.Teachersthenanalyzetheacademiclanguageandacademicgrammarindifferenttexts(texttypesemphasizedwillbethoserelevanttoparticipatingteachers,basedonthecontentareastheysupport)andengageintheprocessof “genrestudy”whichsupports’students’developmentof academicwriting.Toapplythislearning,teachersdeveloporrevisereadingtasksintheirownlessonstoensureacademicwritingisafocus of instruction.
• Describetheprocessof languagedevelopment(specificallyasitrelatestowriting)andthefactorsthatsupport or impede that process
• Teachstudentstoengageingenrestudybyexaminingandmimickingtheacademiclanguagefeaturesandacademic grammar features in relevant texts
31
LEARNING SERIES 3: PREPARATION AND PLANNING FOR LITERACY LEARNING (DAY 3)
ModuleOverview Performance Outcomes
Module10:UsingUBDtoSupporttheLiteracyCapacities TeachersusetheUnderstandingbyDesign(UbD)or“backwardsdesign”approachtoengageinthelessonplanning process by:
• Creating/adjustinglearningoutcomesthatsupportcollegeandcareerreadiness;andthen
• Designing/revisinglearningtasksandcorrespondinginstructional support to support these learning outcomes.
TeachersalsoworktoensurethatthesetasksaligntothethreeInstructionalShiftsforELA.Finally,teachersdetermineopportunitiesfor,andtypesof,formativeassessment.
• ExplainhowtheUbDprocesssupportseffectivelessonplanning
• Analyzealesson,explainingindetailhowthelearningtasksandinstructionalsupportarelogicallysequencedand informed by the learning outcomes
• Developorreviselearningtasksandinstructionalsupport for a lesson in order to clearly target the learningoutcomes(whichaligntotheInstructionalShifts)
Module11:BuildingLessonswithAllStudentsinMindPlanningwithalllearnersinmind,teachersparticipatinginthismoduleanalyzealessonforitsinclusionof:multiplemeansof representation;multiplemeansof actionandexpression;andmultiplemeansof engagement.ThesethreeUniversalDesignforLearning(UDL)principlesenablediverselearnerstoaccesscomplextasksandtextswithincreasingindependence.TeachersapplythislearningbyrevisingtheirownlessonstoincludetheUDLprinciples. Participants also explore the processes of focusedteachingandpersonalizationasmethodstomeetthe needs of diverse learners.
• ExplaintheconnectionbetweenUDLprinciplesandstudentneeds(i.e.,theanticipatedresultof usingUDLprinciples)
• DeveloporrevisetasksforalessontoincludeUDLprinciplesandtherebyprovideaccesstodifferentlearners
• Providefeedbacktopeersinsupportof theirdevelopmentof lessonsthatincludeUDLprinciples
Module12:TeachingforLong-termLearningTeacherslearnabouthowthebrainprocessesnewinformationandhowtohelpensurethatnewinformationmovesintolong-termmemory. Usingthisinformation,teachersdeveloporrevisetasksfortheirlessonsthatexpandstudentthinking,supportdiscoverylearning,andengagestudentsincriticalthinkingandproblemsolving.
• Describehowthebrain“learns”newinformation(includingfactorsthatimpedeorsupporttheprocessof moving information from short to long term memory)
• Explainhowlearningtasksaredesignedtosupportcriticalthinkingandproblemsolvingandhowsuchtaskscanhelpensurethatnewinformationistrulylearned
• Developorreviselearningtasksinalessoninaccordancewithhowthebrainprocesses,learnsandretains information
32
LEARNING SERIES 3: PREPARATION AND PLANNING FOR LITERACY LEARNING (DAY 3)
ModuleOverview Performance Outcomes
Module13:AnalyzingStudentThinking
Perhapsthemostimportantskilltoeducatorstoday,thismodulewillfocusonanalyzingstudentthinking.Participatingteacherswilllearnto:analyzestudentthinking(revealedthroughspeakingandwriting);observeand describe contexts that invite students to reveal their thinking;determinehowtousequestionsandpromptstocreatethosecontextsintheirclassroom.Participantswillalso practice responding to classroom scenarios based on studentthinking.
• Determinewhatstudentlanguagerevealsaboutstudentthinking,
• Askquestionsthatinvite,probe,anddevelopstudentthinking,
• Drawconclusionsaboutstudents’understandingbased on listening to students or observing artifacts of learning,and
• Leveragetoolsandroutinestocapturestudentthinking.
BridgingtoPearsonSystemof Courses—EnglishLanguageArts(ELA)StudyGroups
Bridging to Pearson System of Coursesprofessionaldevelopmentisafacilitatedseriesof monthlyEnglishlanguagearts(ELA)StudyGroups.Thesetenstudygroupsessions,focusedontheprocessof bridgingtoPSC,helpimplementingteacherscollaborativelygrowandimprovetheirinstructionalpractice.TheELAStudyGroupsareinquiry-basedandspurfurtherclassroomexplorations.Thestudygroups,andtherelatedclassroomactivities,haveanexploratoryframe.Duringthestudygroups,teachersworkwithaPearsonfacilitatortolayoutvariousactivitiesthattheywillimplementintheirclassrooms.Inadditiontofacilitationof thestudygroups,Pearson’shighlyqualifiedandcertifiedEducationSpecialistscanprovideone-on-oneandsmall-groupembeddedassistance.Thisonsite,shoulder-to-shouldersupportincludes,butisnotlimitedto:coaching,modeling,assistancewithlessonplanning,andco-teaching.
STUDY GROUPS
ModuleOverview Performance Outcomes
StudyGroup1:MakingtheInstructionalShiftsTeachersbeginthebridgeStudyGroupseriesforEnglishlanguageartswithanin-depthexplorationhowclassroomroutines support the three Instructional Shifts.
• Teachersdeliverlessonsthatengagestudentsintasksthatuseliteracystrands(reading,writing,speakingandlistening,andlanguage)tobuildcontentknowledge
• Studentsengagedirectlywiththefollowing(independentof teachersupervision):readingcomplex,authentictexts;writingandspeakingtoapplyknowledgegainedfromtexts;anddiscussionusedtodeepen understanding of complex texts
33
STUDY GROUPS
ModuleOverview Performance Outcomes
StudyGroup2:CloseReadingInthisStudyGroup,teacherslearntousemultipleliteracystrands(i.e.,reading,writing,speakingandlistening,andlanguage)inconcerttogainknowledgefrom reading.
• TeachersuseReading,Writing,andLanguageStandardsto develop questions and prompts for students to considerwhilereadingcomplextext
• Teachersuseprompts,questionsandtaskstoengage students in close reading of a complex text (e.g.,questionsabout:howinformationindifferentsectionsconnects;howtheauthorsupportsclaims;whocharactersareinrelationtooneanother;howbackgroundknowledgemaydifferfromhowconceptsarerevealedinatext)
• Teachersdevelopanduseadditionalquestions,promptsandtaskstopersonalizesupportforstudentsstruggling to comprehend text
• Studentsparaphraseinformationintexts,explainwhatwordsandphrasesmeanbasedonthetext,useevidencefromthetexttosupporttheirideas,explainhowtheauthordevelopsideas,characters,etc.
StudyGroup3:TalkingtoLearnThefocusof StudyGroup3isanalysisof studentconversation.Teachersexaminehowstudentsdevelop,deepen,confirm,andchallengetheirunderstandingof contentbyengaginginmeaningfulconversationswithpeers about texts.
• Teachersengagestudentswithquestions,prompts,andtasksthatrequirecollaborationandconversation
• Teachersprovideconsistent,targetedsupport(e.g.,languageframesandconversationprompts)toenablestudents to engage in academic conversation about topicsandtexts,andwhichencouragestudentstouserelevant evidence from texts to support their ideas
• Teachersinvitestudentstosharecommentsandquestionsinserviceof formulating,confirming,andchallengingtheirownideasandthoseof theirpeers
• Studentsreadilysharecommentsandquestionstoformulate,confirm,andchallengetheirownideas,aswellasandthoseof theirpeers
StudyGroup4:QuestionsandDiscussionPromptsTeachersinStudyGroup4examinedifferentquestionsanddiscussionprompts.Theyworktoidentifythosethatbestenablestudentstoengageinhigher-orderthinking,
• Teachersuse,andteachstudentstouseopen-endedquestions(thosewithmorethanonecorrectanswer),andquestionsthatprompthigher-orderthinkingrelatedtocomplextexts(thosethatrequirestudentstomakeinferences,synthesizeideas,stateandsupport(i.e.,explainandjustify)theirclaims)
• Teachersrespondtostudentquerieswithquestionsthat:
oPropelconversationandsupportcriticalthinking(vs.justgivinganswers);and
oRequirestudentstousetextualevidencetorespond
• Studentsusequestionsandengageindiscoursethatvaluestextualevidence(i.e.,consistentlyreturningtothetexttodiscoverinformation,challengethinking,supportclaims,etc.)
34
STUDY GROUPS
ModuleOverview Performance Outcomes
StudyGroup5:AmplifyingLanguageinComplexTextsInStudyGroup5,teachersexaminethelanguageusedincomplextextsanddeterminewaystomakethatlanguagecomprehensible for students.
• Teachersanalyzetheacademiclanguageincomplextextsusingknowledgeof thequantitativeandqualitative features of complex text
• Teachersdevelopscaffolds(suchascolor-codedtext,enlargedtext,chunkedtext,questionsandpromptsthatdirectreaderstonuancedwordsandphraseswithintext,etc.)tohelpstudentsnavigatetheacademic language in complex texts
• Studentsanalyzeacademiclanguageincomplextexts,progressivelylesseningtheirrelianceonteacher-createdscaffolds
StudyGroup6:DiscussionScaffoldsHavingstudiedquestionsanddiscussionpromptsinapreviousStudyGroup,teacherstaketheirknowledgetothe next level and explore various discussion protocols andotherscaffoldstosupportdiscussionaboutcomplextexts.
• Teachersusediscussionprotocolsandconversationrolestohelpstudentsdevelopconversationskills
• Teachersdevelopanduselanguageframestoenableallstudents to engage in relevant academic conversation
• Teachersscaffoldstudentsinsettingandmonitoringparameters for discussion
• Studentsuselanguageframestoengageinacademicdiscussion,andsetandmonitortheirownparametersfor discussion
StudyGroup7:AssessingReadingComprehension through DiscussionDrawinguponworkcompletedinpreviousStudyGroups,teachersformativelyassessstudentdiscussionthat is focused on complex texts.
• Teachersunderstandandcanexplainhowstudentcomments reveal the degree of understanding a student has about a text
• Teachersdeterminewhetherstudentcommentsrevealchallengeswiththe:
oTextbase(difficultiesinunderstandingthetext’suseof language,syntax,etc.);and/or
oMentalmodel(shortcomingsinpriorknowledgethereaderisdrawingupontomakesenseof thetext)
• Teachersunderstandandcanexplainhowstudents’use of textual evidence reveals their degree of comprehensionandscaffoldstudentsinbeingabletoassesstheirownwork
• Studentsmonitortheirunderstandingof textbyquestioningtheaccuracyof theirownideasandthoseof theirpeerswithevidencefromthetext
35
STUDY GROUPS
ModuleOverview Performance Outcomes
StudyGroup8:ReadingLikeaWriterInthisStudyGroup,teachersexploretheprocessof “readinglikeawriter.”Theystudyatextasaninstanceof genre,andthenapplythisknowledgetothedevelopmentof one’sownwriting.
• Teachersexplainhow”readinglikeawriter”supportsreading comprehension
• Teachersteachstudentshowtoanalyzetextsbasedonwritingcraftandstructure
• Teachershelpstudentsusementortextsasmodelsforwriting
• Studentsexplainhow“readinglikeawriter”supportsreadingcomprehension.Theyanalyzetextandwritetextbasedonwritingcraftandstructure.
StudyGroup9:UsingFeedbacktoInstructTeachersparticipatinginthisStudyGroupwriteinformative,actionablefeedbackforstudentwritingsamples.Theyanchortheirfeedbackinlanguagefromtargetedwritingstandards.
• TeachersanalyzestudentworkusingReading,Writing,and Language Standards
• Teacherswritefeedbackonstudentworkthatclearlyrevealsforstudentswheretheirworkmeetsstandards,whereitapproaches/isnotyetmeetingstandards,andwhatconcretenextstepstheymaytakebasedonthatinformation
• Teachersprioritizechallengesinordertoselectonechallengethatmaybeaddressedbythestudentwriter(andwillhelpthewriter,notmerelythepiece)
• Studentsrefinetheirwritingbasedonfeedback
StudyGroup10:EngagingStudentsinFormative Assessment InthefinalStudyGroup,teacherslearnstrategiestoempowerstudentstogivedescriptivefeedback(anchoredintargetedstandards)tothemselvesandtoone another.
• Teachersprovidestudentswithlanguageframesthatcanbeusedtoengageinself-assessmentandpeer-assessment
• Studentsuseacademiclanguage,whichisconnectedtotargetedstandards,astheyassesstheirownworkandtheworkdemonstratedbypeers
pearsonsystemofcourses.comTalkwithyourPearsonspecialistoraccountgeneralmanager.
Systemrequirements:CompatiblewithiOSdevicesandWindows® 8.
PearsonSchool.com
800-848-9500
CopyrightPearsonEducationInc.,oritsaffiliates.Allrightsreserved.